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Story of the Bitterroot (64-Minute DVD) 8Th Grade

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Story of the Bitterroot (64-Minute DVD) 8Th Grade Indian Education for All Lesson Plan for The Story of the Bitterroot (64-minute DVD) 8th Grade Montana Office of Pub ic Instruction • www.opi.mt.gov 1 Lesson Plan for: The Story of the Bitterroot (64-minute DVD) 8th Grade Unit Overview This lesson plan is designed to help students understand how important the natural world is to Native American culture. Specifically, the bitterroot plant is used to dem- onstrate the link between the natural world and Salish tribal culture past, present, and future. Additionally, the Salish tribal perspective on the Lewis and Clark expedition is presented. Brief answers to classroom questions are provided. In depth answers can be derived from the teacher resource materials listed at the end. Montana Content Standards Social Studies Standards: #2: Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility. #3: Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions). #4: Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships. #6: Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies. Science Content Connections: Students will understand that American Indians' use of scientific knowledge and practices are interdisciplinary and are a valid way to learn about the natural world. 2 Essential Understandings Regarding Montana Indians #3: The ideologies of Native traditional beliefs and spirituality persist into modern day life as tribal cultures, traditions, and languages are still practiced by many American Indian people and are incorporated into how tribes govern and manage their affairs. Additionally, each tribe has its own oral histories, which are as valid as written histories. These histories pre-date the “discovery” of North America. #4: Reservations are lands that have been reserved by the tribes for their own use through treaties, statutes, and executive orders and were not “given to them.” #5: Federal policies, put in place throughout American history, have affected Indian people and still shape who they are today. #6: History is a story most often related through the subjective experience of the teller. With the inclusion of more and varied voices, histories are being rediscovered and revised. History told from the Indian perspective frequently conflicts with the stories mainstream historians tell. Brief Description of the DVD The 64-minute DVD focuses primarily on the Montana Salish Indian culture, but interweaves themes common to both non native and Native Americans. Native American perspectives are strongly represented with tribal elders being the predominant source of the information con- tained in the DVD. It is organized into eight discrete sections; each is individually accessible and has a title and a theme. Some sections are more relevant than others for Indian Education For All: 1. Legend of the Bitterroot: This section tells of the Salish Indian tribe’s story of how the bitterroot came to be. It is told through the words of tribal elders and the tribal ethno-botanist. It begins the examination of the plant’s importance to the tribe. It also sets up the encounter with Lewis and Clark during the tribe’s gathering together for the annual buffalo hunt. It ends with the arrival of “peculiar strangers”- Lewis and Clark. This section makes use of creative techniques to bring a visual richness to the program. (6 minutes) 2. “Corps of Discovery”: Starting with Thomas Jefferson’s send off statements to Lewis and Clark, 3 this section explores their mandate for science, particularly with regard to botany. This section utilizes recognized experts on the Lewis and Clark expedition. Through the words of Salish tribal members, it also tells the Native American perspective with regard to Lewis and Clark’s so called “discovery” of the native peoples and their lands. This segment also follows the journey of Lewis’ specimens of the bitterroot plant he collected at Traveler’s Rest in Montana to England where the plant was given its Latin name. Also discussed was the remarkable ability of the plant to come back to life when apparently dead. (12 minutes) 3. Botany: This segment provides an in depth look at the botany of the bitterroot. Utilizing a botanist it explores the hardiness of the plant and its variations. It is here that the special beauty of the plant is seen in all its glory. Both macro and time lapse photography techniques are utilized. (6 minutes) 4. The State Flower: Starting at the Columbian Exposition in Chicago in 1892, this section tells how the bitterroot came to be the state flower of Montana. In many ways the Columbian Exposition was a watershed event in American history, and this is briefly examined before moving on with the story of the bitterroot. The creation of Columbus Day and the Buffalo Bill Wild West Show provide avenues to Native American study themes. Through a reenactment, the DVD tells of how Mary Alderson, a Montana suffragette, led the effort to name a state flower. (8 minutes) 5. When We Were Children: This part tells the heartfelt story of Salish Indian elders remembering their childhood days gathering bitterroots in the plains of Missoula, Montana and the Bitterroot Valley. It tells of their travels to these areas and the rituals that surrounded the harvest. This section recounts how bitterroots were prepared for eating and how they are preserved for use in the winter. It ends with how things have changed over the years. Extensive use is made of archival photographs. (11 minutes) 6. Mr. Bitterroot: This segment tells the story of a real character-Henry Grant, “Mr. Bitterroot,” a non-Indian of Hamilton who devoted much of his life to the cultivation and study of the bitterroot. During Bitterroot Days at the local museum tribal members are invited to come and speak, helping to bridge the two cultures. (11 minutes) 7. The Gathering: In this section we accompany the Salish tribal members as they go out to the plains of Camas Prairie, Montana to gather the bitterroot. It is here that tribal leaders pass on their culture to the young people. They explain the importance of this event and how it is religious in its very nature. Members of the tribe from the very old to the very young participate in digging the root and then assemble to peel it in preparation for its cooking. The tribe then heads back to the “longhouse” to participate in a feast. The gathering and feast itself are traditions that go back untold generations in their history. (8 minutes) 4 8. The Future: It is here that the issues that surround the plant’s continued existence are examined. We see school children planting tiny bitterroot plants so as to eventually harvest the seeds and spread them in areas which used to have bitterroots. This segment also examines the tribal elders’ concerns over the cultivation of the plant. Finally, the program ends with the hope that all peoples will be able to come together in understanding of each other. (5 minutes) Section One: “Legend of the Bitterroot” Section Goal • Learn about the difference between oral histories versus written history learned from books and media • Examine how history and values are passed down from each generation • Learn about pictographs • Learn the importance of the buffalo hunt Themes • Storytelling • The buffalo hunt • Pictographs Questions and Answers 1. According to the Salish how did the bitterroot come to be? (The creator provided it to save the starving people.) 2. Who only can say the first bitterroot prayer? (It has to be a woman. Women traditionally were gatherers of the natural foods.) 5 3. Why were prayers said before the first harvest of the bitterroots? (To thank the creator for providing a bountiful harvest.) 4. What is the traditional tool used to dig the bitterroot? (A digging stick or petzah is used.) 5. What are Coyote stories? Why are they only told in the winter? (They are tales from long ago when animals and humans could speak to each other. The Coyote is a supernatural creature, a trickster, and a helper-guide to humans. They are told in winter during hibernation since some animals would be unhappy to hear unflattering stories about themselves. These animals would bring bad luck to the story teller in that case. Bear and snake are two examples.) 6. Where did the Salishan peoples live 200 years ago? (They lived throughout the Northwest, from Montana all the way to the Pacific Ocean.) 7. Why might the people have been starving during some years? (Conditions like rain and temperature vary year to year affecting the quantity of natural foods and animals available.) 8. Do all McDonald’s serve the same tasting food? Do natural foods vary in their taste depending on the area they are found? Why? (Modern fast food is prepared under controlled conditions that ensure its consistency across the United States. Natural foods flavors vary according to the mineral content of the soil.) 9. What were the different roles in gathering food for men and women? (Women were traditionally the gathers of natural foods, while men were the hunters.) 10. What were the uses made of the buffalo? (clothing, tents, blankets, etc. see: http://americanhistory.si.edu/buffalo/matching.html for uses) 11. What are pictographs? What do they show? (Visit: http://stateparks.mt.gov/pictograph-cave/ – access images from Pictograph cave https://www.fs.usda.gov/detail/helena/learning/history-culture/?cid=stelprdb5373556 http://sacredland.org/?s=weatherman+draw) 6 Learning Activities 1. Ask a grandparent or parent to tell you a story about how life was when he/she was young, perhaps a story about a trip he/she took, or a special event in his/her life.
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